Attributional pattern amongst men and women Essay

Attri just nowion is the process by which male and females explain causes of fonts and demeanors. hands and women gain ground assorted explanatory ascriptions so that they provide agnize the adult male and also seek to reasons for certain way go forths. With the help of explanatory ascription, men and women contact judgement based on causes of a certain level offt or swear out. They rile judgement even if the event spells out that the proposed cause of the event is non related to that event or behaviour. People need social ascriptions when their fol minor throughs or their motives argon questi wholenessd. They atomic number 18 required to explain reasons for their actions. Inter psycheal attribution takes place when the cause of event or action takes place surrounded by devil slew. In most cases, one person will floutncy to a cocksure im come on, in the interpersonal attribution. An example is given of a sibling who breaks their mformer(a)s tea pot. The s ibling will most likely whang the other siblings that the blame is shifted from him self or herself (S sustainr, 2009).Various theories pay off been developed to help at a beginninger placestand attributions. Nave psychology theory states that people analyse, observe and explain actions or behaviors with explanations. Although people have unlike explanations to events, their explanations be categorized into two familiar or personal and outer or situational attributions (Kowner, 2008).Internal attribution is always made whenever the cause of an event or behavior is assigned to a persons characteristics as qualification, mood, effort, attitudes, personality or dispositions. On the other hand, situational attribution is made when a cause of a bad-tempered action or event is assigned to the situation in which the action or event was seen such(prenominal) as other people, task or hatful. The two types cause different perceptions of men and women engaging in a particular behavi or or event.Correspondent inference theory argues that men and women make inferences most other people when their actions be chosen freely, result in a small number of effects that argon desirable and ar unexpected. They make inferences by considering the context in which a particular behavior took place. This theory illustrates how men and women figure out personal characteristics of a person from behavioral evidence. They make conclusions based on expectedness of behavior, effect on ones behavior and on the compass point of choice (Kowner, 2008). Covariance pretending is a theory that argues that people assign behaviors to eventors that argon present whenever a set behavior occurs. This means that people explanations in a logical, fashion, sage and they portion the causes of behavior or event to factor that covaries closely with that event or behavior. This theory explores trey types of information that make an attribution action of a persons behavior (Shaver, 2009).The first information is numerate or the information on how others in the same situation and under the same stimulus behave. The second one is distinctive information or how people react to different stimuli. The third one is consistency information. It refers to the frequency of one behavior as observed under similar stimuli but in varied conditions. Three dimension model proposes that individuals have initial affective responses to several potential consequences of extrinsic and intrinsic motives. These motives in turn influences how one behaves in the future tense. According to the three dimension model ones perception starts to a positive outcome and very eminent up expectancy of future victory such as perceptions result to a greater willingness to follow the same activities in the future. The willingness is higher than perceptions that result to forbid outcomes and low expectancy of future triumphes. This cognitive and effective assessment affects future actions when people are confronted with similar circumstances (Stebbins,2010).I started the research with the discretion that men and women are motivated need to find casual structures of their environment, to understand why a particular event took place and to the source such an event can be ascribed. I discovered it is important to approximate several differences amidst men and women.I reviewed relevant literature to harbor my research. in a research study by Weiner, he argued that people interpret environment in a way that they maintain positive self image. He moreover argued that people attribute their conquest and disappointments to factors that alter them to feel good about themselves.I also reviewed an article by West human. Westman(2011) argues that the casual attribution deals with how individuals understand causes of their troubles and masteryes. He argues that attributions can be viewed from three dimensions stable or unstable, controllable or rebellious and midland or outer. Individuals who attribute their achieveres to stable, internal and controllable factors are said to be highly motivated and continue to succeed than people who attribute their failure to unstable, uncontrollable and external factors. His research indicates that men and women attribute their behaviors or actions to different sources.In this research, different methods of collecting information and data were used. Primary sources used were discourses and conversations slice utility(prenominal) sources used takes journals. explore shows that there are differences among men and women attributions in technical classrooms. attributions that students make in schools explain how their failures and successes are creation affected by future expectations, decisions and results. This can be used to explain the causes of underrepresentation of girls in the knit stitch of engineering and computer science. The study revealed that there is no immense difference between boys and, and gir ls on how they assess their accomplishments, in their perceptions and attributions for success or failure. However, girls behaved differently than boys. This was evident from the fact that boys asked more questions related to the reach of study while girls asked questions of teachers and made hardly a(prenominal) statements of self assurance.Research revealed that girls earned 30% of bachelors degree in computer science and 22% of bachelors degree in Engineering. This shows that girls are underrepresented in technological fields. The explanation for this under representation in sciences, math and technology careers, are interaction of factors. These factors link achievements, efforts and enrollment decisions to girls expectations for success. Their expectation of success is influenced by their past successes, self perceptions on abilities and attribution of job valuate and difficulties (Shaver, 2009).Research reveals that females are socialized in a way that they have low self e steem and motivation in male fields. This was explored by evaluating reasons that girls give for their failures and successes. It was prove that students attribute failures and successes to quadruple makes effort, task difficulty, experience and luck. The four causes can then be sentenced as being internal or external to a person. Research showed that girls have a higher external locus of control than boys. This makes them less motivated. On the other hand, males view their expertness and internal abilities as the reasons for their successes and failures (Medcof, 2008).Research distinguished four types of attributions. Girls have an external submit in their failures hence end up blaming themselves. They also have an external preconceived opinion to success such that they do not take trust for their success. Males were seen to behave differently. They have an external bias to failure and an internal bias to success. Closer examination of externalities and internalities indicate that there is no complete initiation for girls and boys in success and failure.Girls are reported to have greater attribution of success to luck and attribute failure to task difficulty while men attribute their success to use of skill and bad luck to failure. These resultss do not rule out the possibility that controllability and stability could be the determining factors rather than externality and internality. Stability refers to what matters. Attributing the success to stable factors of low ability or task difficulty causes one to have a helpless attitude. Research revealed that the motivation is promoted by attributing success to high ability. It was run aground that males tend to take mastery oriented approach (Shaver, 2009).The interview was carried out to determine the attribution pattern in boys and girls. In an interview, boys and girls attributed uniformly their remembered success in reading or mathematics test to the ability. They all had a hard time answering questio ns about failure because it was difficult for students to call back that failure was taking place. Chi-square test was used to compare the occurrences of observed communicative behaviors in boys and girls. The test was categorized into two questions about peers and teachers. The second course of study is comments such as assured or uncertain, success or failure and independent or dependent. The question asked sought to explore the differences in behavior between boys and girls. A significant number of questions were asked of peers and teachers (Chi-square= 15.85, p=.00, df=10). Both sexes address same number of questions to peers. However, girls asked more questions than that expected of teachers. Girls did not seem to have more problem than boys in task. Teacher proximity was also examined as a possible reason for girls asking more questions. Teacher questions were assort in terms of proximity of teachers when questions were asked. the three classifications include assisting t eachers working in the group, close teachers and far teachers. The chi-test was significant (Medcof, 2008).test Chi-square p-value Degree of freedom.Questions addressed to peers and teachers15.568 0.000* 1Questions to teachers aboutteacher proximity31.4580.000** 2Assured or Unsure Comments 4.834 0.208 1Success/Failure Comments2.303 0.105 1* p 0.05** p 0.001It was seen that girls tackled more questions of teachers during the teachers during the teacher interaction with the group. Girls were also likely than expected to ask for teachers help even if it meant getting up and find a teacher. On the contrary, boys did not go to search for a teacher. It was also observed that girls asked more questions when teachers were close. The assured and unsure comments showed a statistically significant difference between male and female.Research open up out that men and women can make mentally, motivating and realistic attributions. There are several factors that affect attribution. These facto rs include masculinity of the job, age of the participant, contrived versus authentic task, operational definition of failures and successes, operational definition of factors included, the birth of attribution to expectations and beliefs. Differences between a man and a woman are strong when the job is considered to be performed better by men than women (Medcof, 2008).The field work was carried out to support the discussion of internal and external attributions.The field work was carried out with 20 participants (10 males and 10 females), and it aimed to find differences in attributional patterns between males and females. They were asked to read this paragraphOne day John notice that a neighbou, Bill, was planting some flowers in the garden. John had trade of free time, so he helped Bill plant the flowers. Several weeks later, Bill, the man whom John had helped previously, noticed that John was painting a fence in his yard. Bill had plenty of free time, so he offered to help Jo hn paint his fence.Afterwards, they were asked to assign why they believed Bill helped John to see whether they would give reasons that suggest an internal attribution, for example, Because he likes to help or an external attribution, for exampleBecause he owes him a favour.The results were the followingMales 6 gave reasons that suggested external attributions and 4 provided reasons that suggested internal ones. Females 3 gave reasons that suggested external attributions and 7 provided reasons that suggested internal ones.Differences between men and women in internal attribution to effort and ability determines how one views his or her self worth. It was found that gild placed high ability as a reason for this failure and men uses high ability as a reason for their successes. As people grow older, there is a direct relationship between ability and effort. Students can protect their self worth by preventing assessing their ability negatively such as attributing their failures to lo w effort (Stebbins, 2010).A check into of students in 4th and 6th grade before and immediately afterward taking a math or spelling exam found that there is sex differences in the way they attribute performance. Performance was different in the two genders because task was classified as either distaff or masculine. It was found out that men made stronger attributions to internal causes of success and external causes for failures in masculinity typed tasks. Similarly, women made stronger attributions for successes and more external attribution for failures in feminine typed tasks (Mcelroy, 2013).A research of the impact of age of participants on attribution showed that there is strong colleration . younger children are reported to attribute their effort to success than older children. As a child grows order, low achievers begin to determine their low ability and attribute it for failures. They start being less optimistic about their potential of efforts to success or to make them b e smart. In attribution research, success is frequently operationally referred to as a minimum score. Success may also be delimit by ones self assessment (Mcelroy, 2013).Disturbing findings found out that girls view a certain level of score or accomplishment less favorable than boys with similar accomplishments. This research revealed that its individuals perception about success that is important other than the objective grade. ascription is found to have a relationship with beliefs, achievement behaviors and expectations. Meece(1982) established that if there is no linkage between students attribution to their beliefs and expectations, then there is no need of explaining sex differences in terms of persistence, performance and achievement behaviors of choice. ego derogatory attributions in girls result in low expectations for success in the future. Males have high confidence in their abilities which make them have high expectations of succeeding in the future. Females take less pride in their success because they attribute their success to unstable factors. Past failures and successes and attribution to such events leads to emotions of happiness, ill-doing or shame.Unlike men, women may blame themselves when they are victimized sexually. Stereotypes and beliefs in various cultures blame females for sexual victimization. Supporting attitudes for sexual coercion include female say, no when they mean yes, females who go to male houses means they are consenting to sex. Some cultures believe it is not bad to force a woman to have sex so long as they had act in a sexual relationship before, and that male cannot control their urge when aroused.Women are also blamed for sexual coercion for dressing provocatively. Women are encouraged in these cultures to look at themselves whenever they are victimized. Hence a woman attributes sexual coercion to herself. Self blame has been known to lead to depression symptoms, low self-esteem and trauma. Self blame and fault r efers to feelings that are unpleasant that accompany beliefs that one ought to have thought and acted differently with implications of scant(predicate) justification and wrong doing.Self blame and guilt consist of distress, guilt feelings and internal attributions commonly referred to as a cognitive component. Research revealed further that women in abusive relationships blame themselves and have low self esteem. They make stronger internal attributions in sexual coercions than men. They also experience stronger guilt feelings than men (Stebbins, 2010).Conclusion It is clear that the socialization of females plays a important role in attribution. Girls are less likely than boys to take advantage of chances to get confused in male career like engineering and computer science. Girls who are considered successful in these courses and often attribute their success to performance presentation a behavior that would be regarded as self depreciating. Such behaviors are learnt and i nternalized before an actual experience and before making attributions that are self depreciating. Teachers should provide positive technology experience for girls and also address ethnical messages. They should also be aware of learning styles of girls and accommodate it. attribution can be used to explain the difference between a man and a woman. From the research, attribution assumes that people are rational, systematic and logical thinkers. This is not true, and it has been criticized because it does not address social, historical and cultural factors that affect and shape attribution.ReferencesBailey, R. C., & Stout, C. (2009). Congruency of might Attributions and Interpersonal Evaluation. The diary of Social Psychology, 121(1), 151-152.Chadee, D. (2011). Theories in social psychology. Malden, MA Wiley-Blackwell.Chandler, T. A. (2010, November 1). self-pride and causal attributions.. 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